Add to ORKGWhile research into aspects of standardised language tests is growing, the area of classroom-based language assessment (CBLA) is still not well-defined and relatively under-researched. Studies investigating CBLA practices within the ESL/EFL school contexts as well as the tertiary level have stressed the need for further research as the picture is not yet complete. The volume aims to address this challenge by presenting a wide scope of research interests that discuss theoretical and practical underpinnings of CBLA. It is also meant to promote the notion of CBLA for a wide membership of the language teaching and testing community covering topics that consider both realities and prospects of CBLA in the assessment world
A remarkable amount of teacher time is devoted to assessment and testing. Assessment is the broader ...
Over the last decade, there has been an increased interest in investigation of assessment for learni...
As assessment has become increasingly important, frequent, and consequential in all aspects of educa...
While research into aspects of standardised language tests is growing, the area of classroom-based l...
Many researchers have highlighted the central role that assessment plays in second language (L2) cl...
Over the past decade, there has been a call for an interface between assessment practices and second...
This article aims to help teacher-researchers engage in empirical research on classroom-based assess...
There has been an increasing professional and policy interest in using formative assessment as part ...
Over the last decade there has been an increased interest in investigation of assessment for learnin...
Statistics and reality show beyond doubt that assessment is an integral part of any training program...
This paper describes the growing interest in assessment for learning (AfL) approaches in language e...
In England number of learners who speak English as their second or even third language (known as lea...
At some point, language teachers need to be engaged in language assessment in their profession. Beca...
In England, number of learners who speak English as their second or even third language (known as le...
A remarkable amount of teacher time is devoted to assessment and testing. Assessment is the broader ...
A remarkable amount of teacher time is devoted to assessment and testing. Assessment is the broader ...
Over the last decade, there has been an increased interest in investigation of assessment for learni...
As assessment has become increasingly important, frequent, and consequential in all aspects of educa...
While research into aspects of standardised language tests is growing, the area of classroom-based l...
Many researchers have highlighted the central role that assessment plays in second language (L2) cl...
Over the past decade, there has been a call for an interface between assessment practices and second...
This article aims to help teacher-researchers engage in empirical research on classroom-based assess...
There has been an increasing professional and policy interest in using formative assessment as part ...
Over the last decade there has been an increased interest in investigation of assessment for learnin...
Statistics and reality show beyond doubt that assessment is an integral part of any training program...
This paper describes the growing interest in assessment for learning (AfL) approaches in language e...
In England number of learners who speak English as their second or even third language (known as lea...
At some point, language teachers need to be engaged in language assessment in their profession. Beca...
In England, number of learners who speak English as their second or even third language (known as le...
A remarkable amount of teacher time is devoted to assessment and testing. Assessment is the broader ...
A remarkable amount of teacher time is devoted to assessment and testing. Assessment is the broader ...
Over the last decade, there has been an increased interest in investigation of assessment for learni...
As assessment has become increasingly important, frequent, and consequential in all aspects of educa...